Level of Implementation of Tri-Dimension Approach and Strategies in Teaching among Teachers of Maddela South Central School: Basis for Management interview Program

Abstract

INTRODUCTION

The Department of Education (DepEd) mandates not only updating instructional materials but stresses as well the instructional enrichment through a variety of different methodologies. The use of a single method creates a monotone leading to learning boredom of learners. It is from these notions that new approaches and methodologies should form part of the instructional scenery.

METHODS

The study utilized the descriptive method of research. Questionnaires were answered by 14 teacher-respondents in school and interviews were randomly conducted upon retrieval of the questionnaires. Data were scored through the 5-Pt Likert Scale. Frequencies, percentage, mean, weighted mean, ranking, and Pearson r were used.

RESULTS

Results showed that there was no significant relationship between the selected profile variables and the level of implementation of tri-dimension approaches/strategies in teaching. There was a significant relationship between the number of regional level seminars attended and the group-based approach. This relationship was negatively negligible. While the degree earned by the respondents was not a significant factor in the implementation of tri-dimension approaches/strategies in teaching, sex and civil status made a significant impact on the application of tri-dimension approaches/strategies, particularly in the group-based approach. Among the variables in this study tested to determine whether the relationship with the respondents' perception on the extent of problems in the implementation of innovative approaches/strategies, number of seminars attended proved to be significant particularly in addressing the problems of non-cognizance of innovative approaches, weak parent partnership roles and health problems among pupils. Civil status and degree earned proved to significantly affect the perception of respondents on the extent of problems in the implementation of innovative approaches/strategies along with the search for instructional materials, non-cognizance of innovative approaches, and weak parent partnership role.

DISCUSSIONS

The various innovations introduced, the tri-dimension approach, in particular, has investigated more intensified knowledge and skills development. A blend of the three, however, where each one is to realize an objective makes the teaching-learning processes not only an enterprising but a prolific activity. This exacts from teachers to be cognizant of these approaches to discharge their functions in delivering the goods to learners.